Empowering Non-Specialist English Teachers: Self-Efficacy Enhancement Through Classroom English Proficiency and Collaborative Support

The increase in the provision of English language teaching programs in primary school contexts in Asia has resulted in a concomitant increase in non-specialist teachers, often generalist homeroom teachers, to address the shortage. However, non-specialist teachers often lack the pedagogical training necessary for effective English instruction, which often negatively impacts their self-efficacy. This study was designed to examine the effects of a professional development workshop, aimed at improving “classroom English” proficiency, on these teachers’ self-efficacy. It also explored sources influencing self-efficacy during the in-class implementation of what they learned in the workshop. Quantitative results revealed that the immediate impact of the training was substantial, leading to a rapid increase in self-efficacy. However, this effect appeared to diminish after three months of teaching. Qualitative findings indicated that non-specialist teachers’ perceptions of capability were significantly influenced by collegial assurances and support from individuals who evaluated their progress and achievements. Notably, support from specialist teachers emerged as a critical factor in sustaining or diminishing the enhanced self-efficacy of non-specialist teachers. These findings highlight the importance of providing needs-based, continuous professional development opportunities and establishing robust peer-support systems within schools to ensure the effective translation of training outcomes into classroom practices.